|
Showing 1 - 7 of
7 matches in All Departments
The Cultural Nature of Human Development presents an account of human development that looks at both the differences and similarities among cultures. Beyond demonstrating that 'culture matters', Rogoff focuses on how culture matters in human development - what patterns help make sense of the cultural aspects of human development? Rogoff integrates research and theory from several disciplines, including cross-cultural psychology, sociocultural research, linguistic and psychological anthropology, and history. The volume examines multiple aspects of development, including childrearing, gender differences, interdependence and autonomy, developmental transitions, maternal attachment, parental discipline, and cognition and culture.
Children Learn by Observing and Contributing to Family and
Community Endeavors, the latest in the Advances in Child
Development and Behavior Series provides a major step forward in
highlighting patterns and variability in the normative development
of the everyday lives of children, expanding beyond the usual
research populations that have extensive Western schooling in
common. The book documents the organization of children's learning
and social lives, especially among children whose families have
historical roots in the Americas (North, Central, and South), where
children traditionally are included and contribute to the
activities of their families and communities, and where Western
schooling is a recent foreign influence. The findings and
theoretical arguments highlight a coherent picture of the
importance of the development of children's participation in
ongoing activity as presented by authors with extensive experience
living and working in such communities.
As the national debate about education intensifies, it is becoming clear that understanding how people learn is crucial to efforts to enhance education. In this book, Barbara Rogoff, author of the highly acclaimed book Apprenticship in Thinking, collaborates with Carolyn Goodman Turkanis and Leslee Bartlett, teachers at an innovative school in Salt Lake City, Utah to examine what is involved in learning - by students, parents and teachers alike. Eschewing the conventional idea that learning comes from the transmission of facts and concepts by experts, the editors and their colleagues focus on the idea of learning by collaborative participation with others in activities of mutual interest. This book demonstrates that learning as a community involves people learning together in purposeful activities, with mutual responsibilities, shared decision making, and motivation based on interest. At the Salt Lake City school, children as well as adults plan learning activities and adults learn as they guide children. The driving principle is that learning occurs through interested participation with other learners. In the view of many researchers, a paradigm shift is taking place in educational theory. This book contributes to this new theoretical perspective by examining ground breaking theory-in-practice. It should inspire researchers, educators, and parents to reflect on their own ideas about learning in their communities.
Sylvia Scribner's research and theory have been monumental in
forming the emergent field of cultural psychology. Her studies of
reasoning and thinking in their cultural and activity contexts
added new concepts, methods, and findings to what many are now
viewing as a distinctive branch of psychological studies. She was
among the first to combine ethnographic studies with experimental
studies in order to determine relationships among indigenous
literacy and logical activities and their cognitive outcomes. Mind
and Social Practice brings together published and previously
unpublished work from Sylvia Scribner's productive and wide-ranging
career. The book is arranged chronologically and includes five
section introductions by the editors, placing Scribner's work in
the context of her life, her commitments, and the political and
intellectual events of the times. Her later, more theoretically
rich writing is enhanced by an appreciation of her earlier work.
Sylvia Scribner's research and theory have been monumental in
forming the emergent field of cultural psychology. Her studies of
reasoning and thinking in their cultural and activity contexts
added new concepts, methods, and findings to what many are now
viewing as a distinctive branch of psychological studies. She was
among the first to combine ethnographic studies with experimental
studies in order to determine relationships among indigenous
literacy and logical activities and their cognitive outcomes. Mind
and Social Practice brings together published and previously
unpublished work from Sylvia Scribner's productive and wide-ranging
career. The book is arranged chronologically and includes five
section introductions by the editors, placing Scribner's work in
the context of her life, her commitments, and the political and
intellectual events of the times. Her later, more theoretically
rich writing is enhanced by an appreciation of her earlier work.
This interdisciplinary work presents an integration of theory and
research on how children develop their thinking as they participate
in cultural activity with the guidance and challenge of their
caregivers and other companions. The author, a leading
developmental psychologist, views development as an apprenticeship
in which children engage in the use of intellectual tools in
societally structured activities with parents, other adults, and
children. The author has gathered evidence from various
disciplines--cognitive, developmental, and cultural psychology;
anthropology; infancy studies; and communication
research--furnishing a coherent and broadly based account of
cognitive development in its sociocultural context. This work
examines the mutual roles of the individual and the sociocultural
world, and the culturally based processes by which children
appropriate and extend skill and understanding from their
involvement in shared thinking with other people. The book is
written in a lively and engaging style and is supplemented by
photographs and original illustrations by the author.
This interdisciplinary work presents an integration of theory and research on how children develop their thinking as they participate in cultural activity with the guidance and challenge of their caregivers and other companions. The author, a leading developmental psychologist, views development as an apprenticeship in which children engage in the use of intellectual tools in societally structured activities with parents, other adults, and children. The author has gathered evidence from various disciplines--cognitive, developmental, and cultural psychology; anthropology; infancy studies; and communication research--furnishing a coherent and broadly based account of cognitive development in its sociocultural context. This work examines the mutual roles of the individual and the sociocultural world, and the culturally based processes by which children appropriate and extend skill and understanding from their involvement in shared thinking with other people. The book is written in a lively and engaging style and is supplemented by photographs and original illustrations by the author.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Tenet
John David Washington, Robert Pattinson, …
DVD
R53
Discovery Miles 530
|